Thinking aloud on WAEC 2026 Part Two.

Thinking Aloud on Mode of WAEC Examinations in 2026 (Part Two)

In my earlier opinion piece on the proposed introduction of Computer-Based Testing (CBT) for WAEC examinations beginning in 2026, I highlighted some of the immediate challenges that both candidates and WAEC as an institution may face. Chief among these were issues of digital divide, inadequate exposure of rural students to computers, infrastructural gaps in schools, logistical demands of establishing accredited CBT centres, and concerns around examination security and system reliability.

In this second part of my reflection, I wish to expand on some other critical challenges that deserve attention if the transition to CBT is to succeed.

First is the financial implication. Many schools, especially in rural areas, may be compelled to introduce extra levies to fund ICT facilities. This will place an additional burden on parents who are already struggling with the high cost of education.

Another concern is the psychological pressure CBT may create for candidates. Students who have limited computer literacy may panic in front of a computer, not because they lack academic knowledge, but because they are unfamiliar with the digital environment. This is a challenge of confidence and exposure.

There is also the matter of inclusivity. Unless the CBT platforms are deliberately designed with accessibility features, special needs candidates—such as those with visual impairment, hearing difficulties, or learning disorders—may be left behind. Equity must remain central to any reform.

Furthermore, the shortage of technical support personnel in many rural centres could lead to unresolved glitches on examination days, disrupting candidates’ performance. Beyond this, the shift to CBT may introduce new forms of malpractice such as impersonation or hacking, which WAEC must anticipate and guard against.

Another possible challenge is bandwidth inequality. Some centres will inevitably enjoy faster internet and smoother operations than others, creating unfairness in the testing environment. Similarly, the transition period may prove confusing for teachers and candidates, as most classroom teaching and mock preparations are still predominantly paper-based.

Finally, there is the issue of sustainability. Establishing CBT centres is only the first step; maintaining them—through continuous upgrades, replacement of faulty equipment, and recurrent funding—will be a long-term responsibility for WAEC, schools, and governments.

Despite these concerns, I remain convinced that change is inevitable. The experience of JAMB has shown that while the introduction of CBT was not without initial hurdles, over time the system stabilized and candidates adjusted. In the same way, with careful planning, deliberate investment, and a phased implementation strategy, WAEC can overcome these barriers and achieve a smooth transition.

It is, therefore, imperative for governments, school proprietors, and education stakeholders to begin early preparation—through infrastructural upgrades, massive sensitization, teacher reorientation, and capacity building. Only then can the noble objective of aligning WAEC with global best practices be realized, ensuring that our students are not left behind in this digital age.

Thank you.

Okedusi A. Ben

Education Officer and FOREDO Leader